The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: https://www.youtube.com/watch?v=Yee8cZVakfc

Critical Approaches in Making New Space for Teacher Competencies

Monica Miller Marsh Daniel Castner

Teacher competency is a highly contested construct that lies at the heart of all teacher education endeavors. By definition, the notion of competency implies that there are particular skills, knowledge qualifications, or capacities that constitute good teaching. Recognizing key attributes of good teaching and aspiring toward their realization is unquestionably a laudable task. However, the act of identifying answers to questions of what constitutes good teaching raises additional questions regarding what and whose norms have affected such a determination. This chapter will consider teacher competency through four different discourses, each of which has their own distinct set of beliefs and values. The conceptual ...

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